CQUniversity Unit Profile
OLTC20001 Design for Learning
Design for Learning
All details in this unit profile for OLTC20001 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

In Design for Learning, you will study learning design principles and processes within the context of tertiary and adult education. You will have the opportunity to critically analyse and reflect on evidence and/or experiences of a previous unit offering to inform ongoing curriculum improvements. On successful completion, you will have prepared a range of learning design artefacts that underpin a new, or redesigned unit of study. These artefacts will adhere to workplace quality and/or accreditation requirements and ultimately inform a unit profile and a Learning Management System presence. You may prepare these artefacts for a unit of your choosing.

Details

Career Level: Postgraduate
Unit Level: Level 8
Credit Points: 6
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

Pre-req = OLTC20003 - Nature of Learning and Teaching or OLTC20005 - Adult Learning in Practice

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 1 - 2021

Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: Pass/Fail
2. Written Assessment
Weighting: Pass/Fail

Assessment Grading

This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.

Previous Student Feedback

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from SUTE

Feedback

High levels of support from staff were appreciated

Recommendation

Continue to engage students through various means of support

Feedback from SUTE

Feedback

PDF versions of teaching resources would be useful

Recommendation

Investigate the presentation of teaching resources in downloadable formats

Feedback from SUTE

Feedback

Exemplars provided need to be best practice

Recommendation

Review exemplars of assessment tasks to ensure they provide examples of best practice

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Design engaging and challenging units of study that are informed by scholarship
  2. Analyse the impact that policies, procedures and governance frameworks have on learning design
  3. Apply the principles of reflective practice to enhance units of study.

N/A

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3
1 - Written Assessment - 0%
2 - Written Assessment - 0%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3
1 - Knowledge
2 - Communication
3 - Cognitive, technical and creative skills
4 - Research
5 - Self-management
6 - Ethical and Professional Responsibility
7 - Leadership

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7
1 - Written Assessment - 0%
2 - Written Assessment - 0%
Textbooks and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing styles below:

For further information, see the Assessment Tasks.

Teaching Contacts
Jay Deagon Unit Coordinator
j.deagon@cqu.edu.au
Schedule
Module 1: Introduction to instructional design processes Begin Date: 08 Mar 2021

Module/Topic

Introduction to instructional design processes

Chapter

Events and Submissions/Topic

Module 2: Policy contexts Begin Date: 15 Mar 2021

Module/Topic

Policy contexts

Chapter

Events and Submissions/Topic

Module 3 - Analysing learning contexts and learners Begin Date: 22 Mar 2021

Module/Topic

Analysing learning contexts and learners

Chapter

Events and Submissions/Topic

Module 4 - Analysing learning outcomes Begin Date: 29 Mar 2021

Module/Topic

Analysing learning outcomes

Chapter

Events and Submissions/Topic

Module 5 - Learning theories Begin Date: 05 Apr 2021

Module/Topic

Learning theories

Chapter

Events and Submissions/Topic

Vacation Week Begin Date: 12 Apr 2021

Module/Topic

Chapter

Events and Submissions/Topic

Module 6 - Instructional strategies Begin Date: 19 Apr 2021

Module/Topic

Instructional strategies

Chapter

Events and Submissions/Topic

Assessment Task One - Unit Design/Re-design Due: Week 6 Monday (19 Apr 2021) 11:45 pm AEST
Module 7 - Catering to online learners Begin Date: 26 Apr 2021

Module/Topic

Catering to online learners

Chapter

Events and Submissions/Topic

Module 8 - Lesson planning Begin Date: 03 May 2021

Module/Topic

Planning lessons within your unit

Chapter

Events and Submissions/Topic

Module 9 - Reflecting on instructional design/checking for learning Begin Date: 10 May 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 10 Begin Date: 17 May 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 11 Begin Date: 24 May 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 12 Begin Date: 31 May 2021

Module/Topic

Chapter

Events and Submissions/Topic

Review/Exam Week Begin Date: 07 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Task Two - Unit Teaching and Learning Design Due: Review/Exam Week Monday (7 Jun 2021) 11:45 pm AEST
Exam Week Begin Date: 14 Jun 2021

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Written Assessment

Assessment Title
Assessment Task One - Unit Design/Re-design

Task Description

This assessment task will provide you with opportunities to engage with the steps of unit learning design as you design a new unit, or re-design an existing unit in your discipline area.

Assessment Context

In both Higher Education and Vocational Education and Training, teachers are routinely called upon to design new units or to substantially re-design existing units. This often occurs as part of a school/faculty response to student feedback and/or recent changes in a discipline area.

For this assessment task you are asked to identify a new or existing unit from your discipline area which you can design or re-design (do this in the first 2 weeks of the term). Ideally, this chosen unit will be part of your staff workload allocation and will be a unit that you are able to teach after its development/re-development.

Part A - Written Component of the task (2500 words)

You are required to present a critical analysis of the new unit of work you will design, or the unit that you will re-design. You will present your analysis as a report containing the following sections:

1. An overview of the unit that includes its title and the title of its associated course/s, a rationale for the choice of the unit, a brief description of the learners, and where and when the unit is implemented.

2. A discussion and justification of the instructional design process you will follow.

3. A critical analysis of factors impacting on the design, including:

    • Context

    • Learners

    • Learning Outcomes and Assessment Tasks

4. A conclusion that outlines the proposed changes/developments you will apply to the unit and describes the next steps in the design/re-design process.

5. Reference list (Sections 2, 3, 4 must include scholarly references).

6. Appendices (optional and not included in word count)

Part B – Feedback Component of the task (recorded discussion [no more than 10 minutes] and critical reflection [max 400 words])

You are required to use your written design analysis of your unit to engage in consultation and collaboration with a peer/s (from your discipline area or from this unit) to receive feedback on your change/new unit design.

You are required to record your interaction (through zoom, voice recording, or other digital means). The recording you will produce will be a maximum of 10 minutes. You will take on a facilitation role as you engage your peer/s with the instructional design process you have followed, your analysis of factors, and the proposed changes you will make to the unit. In turn, your partner will provide you with feedback about your choices (at the beginning of the feedback session you will identify the specific feedback that you require).

Using the feedback received from your feedback partner/s, present a critical reflection on your design decisions (including scholarly references). [max 400 words]

Referencing Style: You may use either APA 7th Edition or Harvard referencing styles. CQUniversity abridged versions for both of these referencing styles are located in Moodle. 


Assessment Due Date

Week 6 Monday (19 Apr 2021) 11:45 pm AEST

Assessment will be uploaded through unit Moodle site.


Return Date to Students

Week 7 Friday (30 Apr 2021)

Assessment task will be returned with feedback to inform Assessment Task 2.


Weighting
Pass/Fail

Minimum mark or grade
Pass. Students must pass both pieces of assessment to pass the unit.

Assessment Criteria

Identify and analyse the range of contextual elements that impact on the design of units

Analyse the impact that policies, procedures and governance frameworks have on learning design

Apply the principles of reflective and collaborative practices to enhance units of study

Design/re-design an engaging unit informed by scholarship


Referencing Style

Submission
Online

Submission Instructions
Submit via Moodle.

Learning Outcomes Assessed
  • Design engaging and challenging units of study that are informed by scholarship


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Self-management
  • Leadership

2 Written Assessment

Assessment Title
Assessment Task Two - Unit Teaching and Learning Design

Task Description

This assessment task will provide you with opportunities to progress your unit learning design for your new or re-designed unit. The focus of this task will be on developing teaching strategies across the unit informed by the feedback provided on AT1 as well as the materials about learning and teaching practices provided on Moodle.

The task has two parts.

Part A – Teaching and learning activities unit matrix

Fill out the general information section – this will allow the reader to understand the context of your unit.

You will then complete the Teaching and Learning Activities unit matrix. It is important that you provide sufficient detail about your teaching and learning strategies and choices so that the reader has a clear picture of how you have taken a learner-centred approach in your planning.

It is anticipated that you will provide varied pedagogical strategies and resources across the unit to cater for the needs of your students and that each learning event/lesson will contain a description of an introduction, body and conclusion.

Part B – Critical reflection on your planning decisions (1000 words)

Referring to the activities described in your unit matrix, critically reflect on your planning decisions to demonstrate the following:

· How your planning decisions were informed by key theories about learning and instructional design;

· Your knowledge of the needs of your learners;

· How you maximised opportunities for learning for all students regardless of their mode of study;

· Your understanding of the need to sequence teaching and learning strategies and to ensure that the planned learning goals are met;

· Your use of feedback on AT1 to strengthen your unit design/re-design.

Your discussion will include references to key theories as well as examples from your planning practices (the unit matrix).

Additional Notes: If your submission relates to a unit offered at an institution other than CQUniversity, then please include your institution’s generic skills requirements, and relevant frameworks, policies and procedures in your discussion in this assessment task.

Referencing Style: You may use either APA 7th Edition or Harvard referencing styles. CQUniversity abridged versions for both of these referencing styles are located in Moodle.


Assessment Due Date

Review/Exam Week Monday (7 Jun 2021) 11:45 pm AEST

Assessment will be uploaded to the unit Moodle site.


Return Date to Students

Feedback on the final assessment task will be provided by Friday 2 July 2021 and prior to the date of certification of grades for the term.


Weighting
Pass/Fail

Minimum mark or grade
Pass. Students must pass both pieces of assessment to pass the unit.

Assessment Criteria

Make design decisions that are relevant and suited to the chosen cohort/s and delivery contexts

Design engaging and challenging teaching and learning activities that are informed by scholarship

Provide evidence of reflective practice in the design of the unit


Referencing Style

Submission
Online

Submission Instructions
Submission via Moodle

Learning Outcomes Assessed
  • Analyse the impact that policies, procedures and governance frameworks have on learning design
  • Apply the principles of reflective practice to enhance units of study.


Graduate Attributes
  • Knowledge
  • Communication
  • Cognitive, technical and creative skills
  • Research
  • Self-management
  • Ethical and Professional Responsibility
  • Leadership

Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

What can you do to act with integrity?

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.